Title: Mathematics Supporting High Achievement for Students with Disabilities
1MathematicsSupporting High Achievement for
Students with Disabilities
- Ervin Knezek
- ervin.knezek_at_esc13.txed.net
-
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5Kinds of Data (Bernhardt)
- Student Learning
- Demographic
- School Processes
- Perception
- Work in your table group, what are data sources
for each?
6Assessment of Students with Disabilities TAKS to
SDAA II (and LDAA)
7How did we get here?
8An example from a district
9- Instructional decisions should always inform and
guide assessment decisions.
10Differences Between SDAA II and TAKS
- Larger font size
- More white space
- Slightly shorter reading and writing passages
- More illustrations accompanying passages and test
items - Slightly fewer items on some tests
- SDAA II assesses ALMOST all the same TEKS as TAKS
(see SDAA II/TAKS/TEKS Correlation Guide) - Differences between TAKS and SDAA II do not
affect level of TEKS curriculum assessed
11Blueprints
12Blueprints
13A Tool
Sorting Cards!
TAKS
SDAA II
14Develop a Common Vocabulary!
- Intervention
- Strategies for strengthening processes for
learning - Does NOT change the content of instruction.
- Accommodation
- a change in teaching or learning strategies based
on the specific needs of a student with a
disability (e.g., oral testing, highlighted
textbooks, short answer tests) (strategy to
bypass a process) - Does NOT change the content of instruction.
- Modification
- a change in the curriculum of a course (e.g.,
eliminating one or more of the TEKS or changing
the grade level of certain TEKS) - Changes the content of instruction
15Understanding the difference
- Intervention
- Strengthen
- Link material to previous learning
- Chunking
- Mnemonics
- Tutoring
- Accommodation
- By-pass
- Copy of notes
- Recorded text
- Highlighted text
- Shortened assignment
- Modification
- Change
- Reduce the number of TEKS to be mastered
- Off grade level instruction
16Accommodation
- Which ones are frequently used?
- Are they allowable of state assessments?
- How can they be scaffolded?
17How do we accommodate?
- Presentation Accommodations
- Response Accommodations
- Timing/Scheduling Accommodations
- Setting Accommodations
18Youre not ready
Rigor of content
19Math Test/Assignment Activity
20Getting on the Same Page with the TEKS
- Key vocabulary
- Language of instruction
- Level of rigor
21What Are the Priority Standards?
- EEssential Most Critical 50 of Objectives
- IImportant Next 30
- Important now but master later
- CCondensed Last 20
- Scaffolded objectives
- Less instructional time required
- Plan for the essential first, never compromise on
time with essentials - The more students are at risk, the more time
allocated to essentials - Focus on essentials for remediation and
acceleration
22Consider this
- When an instruction practice is essential to
average or above average students, it is critical
to the struggling or underachieving student. - The failure to provide effect instruction has a
more significantly negative impact. - (adapted from Turner, 2005)
23SDAA II TAKS RPTE Correlation Guide
- Which Student Expectations (SEs)are assessed on
each test? - Which SEs are assessed on both TAKS and SDAA?
- What is the content?
- What is the context?
- What is the cognitive level?
24Thinking about instruction
Vary in Intensity, Duration, Purpose
- There is not a separate pedagogy for struggling
learners (Turner, 2005) - Staff expectations and beliefs influence student
outcomes - Achievement gains are more consistent when
instruction is - structured, explicit, and teacher directed for
new learning (Darling-Hammond, 1992) - at the appropriate level of challenge (Vygotsky)
- Respectful activities (Tomlinson)
- at the appropriate level of challenge (Vygotsky)
- at the appropriate level of challenge (Vygotsky)
- scaffolded (Chang, 2002)
- mastered before moving on (Ellis, 1997)
- repeated
- presented in discreet steps
- monitored
25Mathematics
26What do we know about characteristics of students
with math problems?(Bryant, 2003)
- Significant differences on
- Basic skills
- Higher order mathematical problem solving
27What do we know about characteristics of students
with math problems?(Bryant, 2003)
- Skills ranked as most problematic for students
with learning disabilities and math weaknesses - Has difficulty with word problems
- Has difficulty with multi-step problems
- Has difficulty with the language of math
28Sound like any of your students?
- Fails to verify answers and settles for first
answer - Cannot recall number facts automatically
- Takes a long time to complete calculations
- Makes "borrowing" (i.e., regrouping, renaming)
errors - Counts on fingers
- Reaches "unreasonable" answers
- Calculates poorly when the order of digit
presentation is altered - Orders and spaces numbers inaccurately in
multiplication and division - Misaligns vertical numbers in columns
- Disregards decimals
- Fails to carry (i.e., regroup) numbers when
appropriate - Fails to read accurately the correct value of
multi-digit numbers because of their order - and spacing
- Misplaces digits in multi-digit numbers
- Misaligns horizontal numbers in large numbers
- Skips rows or columns when calculating
- (Bryant, Bryant, Hammill, 2000)
29SDAA II Mathematics
- Instructional Levels
- K
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- Increased rigor
- Very few differences from TAKS
Not tested at IL K or 1
30SDAA II Mathematics
- Some items may include application context and
extraneous information. - Each item will extend across the page rather than
appear in a multicolumn format. - Most items will be in a multiple-choice format
with four answer choices. - There may be a limited number of open-ended
griddable items. - Mathematics charts
31IL 3
IL 5
32A Tool
- Charting Progress!
- Content knowledge
- Instructional Resources
- Usage Patterns
33Polygon Tree
34Charts Side by SideMath volume on charts
Gr. 6
Gr. 7
Gr. 8
Gr. 9
35IL 8
IL 7
36SDAA II Mathematics IL 9/10
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40Mathematics Intervention (Bryant)
- Sequencing of instructional skills
- Controlling difficulty or processing demands of
task - Establishing instructional routines
- Modeling making use of think aloud
- Daily assessment of skills, distributed review
and practice, redundant materials or text - Teaching to criterion
41Supporting Students with Disabilities for
Success on SDAA II or TAKS Math
8
- Structure of math text
- Viewing and representing
- TEKS vocabulary particularly object naming/math
vocabulary confusion - Deconstruction of passage
- Number
- Process
- Using released tests
- Paired talk throughs
- Deconstructing distractors
42Tools and Resources
- http//www.esc13store.net/
- TAKS Side by Sides
- Griddies
- Charts
- Assessment of Students with Disabilities Toolkit
for Leaders - TAKS off level
- Smart Teaching Tools
- http//www.dcschools.com/TAKS/default.asp
- Special Connections
- http//www.specialconnections.ku.edu/
43Professional Development
- Planning
- TEKS
- Assessment
- Evaluation
44Planning Time
- A focus on the curriculum
- Assigned tasks demonstrating that teachers are
sharing materials and resources - Common assessments being developed
- Discussion of student work around a priority
objective
45Mathematics
46Gr 3
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48Gr 4
49Gr 5
50MATH or READING?
51Gr 6
52Gr 7
53Gr 8
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55Gr 9
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57Gr 10
58Gr 11
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61 Meter Means Measure Materials adding machine
tape, scissors, one color tile, unit cube, teddy
bears, links, journal Procedure Make a ruler
using only one color tile, plastic bears, links,
unifix cubes (or cm cube) and a paper strip of
your choice using adding machine tape. ??
Where should the tic marks be? ?? How far apart
are your tic marks? ?? Number your tic marks to
make it easier to read your ruler. ?? What
number should be next to the first tic mark? Why?
?? Use your new ruler to measure 3 things in
your classroom. ?? Write about it. Use pictures,
words, and numbers. TEXTEAMS Rethinking
Elementary School Mathematics Part II Day 9
Section C
62Traditional Math Vocabulary
- Listen
- Copy
- Memorize
- Drill
- Drill should never come before understanding.
- Principles and Standards
- Drill may produce short-term results on
traditional tests, but the long-term effects have
produced a nation of citizens happy to admit they
cant do mathematics.
Mathematics is the Science of Patterns and Order
63The Verbs of Math
- Explore
- Investigate
- Solve
- Justify
- Represent
- Formulate
- Discover
- Construct
- Verify
- Explain
- Predict
- Develop
- Describe
- Use
64Which Direction?
- Closed Task One way and one answer
- Open-Middle Task More than one
way or - one correct answer
-
- Open Ended Task More than one
way or more than one answer
65What did we see?
- Most SEs assessed
- Higher levels of thinking required
- Complex reading in the content areas
- INCLUDING lots of content
- Items asked in better ways
- Declining performance 3-11
66TEKS
- Now that I have this information, what should I
do to prepare students?
67Language ArtsSupporting High Achievement for
Students with Disabilities
- Ervin Knezek
- ervin.knezek_at_esc13.txed.net
-
68Reading
69SDAA II - Reading
- Instructional Levels
- K
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- Passage lengths somewhat shorter
- IL K-1 objectives represent learning to read
tasks - IL 2-8 objectives represent a direct correlation
with TAKS on content, context, cognitive level
70SDAA II Reading
- Reading Selections
- Narrative
- Expository
- Mixed (starting at IL 2)
- Paired (starting at IL 4)
- Triplets (Starting at IL 9)
71SDAA II Reading IL K
72SDAA II Reading IL 1
73SDAA II Reading IL 2
TAKS!
74SDAA II IL 3 -8
- Beginning at Instructional Level 3, paragraphs
are numbered - When appropriate, each selection is preceded by a
title. - At Instructional Levels 6, 7, and 8, narratives
are formatted so that students have the option of
taking notes.
75SDAA II
TAKS
76SDAA II
TAKS
77SDAA II IL 9
- Triplet of three published pieces
- Narrative
- Expository
- Viewing and Representing
- Multiple Choice
- Open ended items
- Dictionary
78SDAA II IL 9
79Reading
80Reading Overview
- Longer passages at all grades
- More expository text
- Paired selections except at grade three
- Narrative, expository, mixed passages
- LITERARY ELEMENTS
- New objectives/Student Expectations tested
- True summary
- Context
- Dictionary usage
- Fact and Opinion
- Conclude!
- Graphic organizers
- Viewing and Representing
81To do
- TEKS training
- Struggling readers
- Struggling writers
- Three tiered reading instruction
- DIBELS
- Strategic instruction
82Reading TAAS v. TAKSInstructional Strategies to
Reconsider
- Short passages
- Over reliance on key words
- Single passage selections
- Any materials with TAAS summarization, fact and
opinion, context clues - Single meaning vocabulary lessons
83the objectives (gr. 3-8)
- The student will
- Demonstrate a basic understanding of culturally
diverse written texts - Apply knowledge of literary elements to
understand culturally diverse written texts - Use a variety of strategies to analyze culturally
diverse written texts - 4. Apply critical-thinking skills to analyze
culturally diverse written texts
84Grades 10 11 ELA (reading section)Grade 9
Reading
- Objective 1
- Basic understanding of the text
- Objective 2
- Knowledge of literary elements and techniques
as used in texts - Objective 3
- Critical analysis and evaluation of texts and
visual representations
85Gr 3
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87Gr 5
88Gr 8
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90Gr 9
91Gr 10
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94Scaffold
- Instructional
- Teacher does, student watches
- Teacher does, student helps
- Student does, teacher helps
- Study Guides
- Advance Organizers
- Graphic organizers
- Tiered Activities
95A Tool
Think about how to get the right answer. Think
about how to get the wrong answer!
Thinking Thing
96A ResourceSpecial Connectionshttp//www.specialc
onnections.ku.edu/
97Supporting Students with Disabilities for
Success on SDAA II or TAKS Reading
- Connected text
- VOCABULARY!
- Scaffolded materials
- Cognitive walkthrough
- Talkbacks
- Construct of text
- Paragraph stop points
98Writing and ELA (IL 10)
99Writing is important because it
- Contributes to intelligence.
- It requires analysis and synthesis of
information. - Develops initiative.
- The writer must supply EVERYTHING.
- Develops courage.
- The writer must give up ANONYMITY.
- Increases personal knowledge and self esteem.
- Encourages reading skills.
- From Donald Graves
The vulnerable writer
100Writing
- Instructional Levels
- K/1
- 2
- 3/4
- 5
- 6/7
- 8/9
101SDAA II Writing IL K/1
102SDAA II Writing IL 2
103SDAA II IL 2 Writing Rubric
- Focus and Coherence
- Organization
- Development
- of Ideas
- Convention
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105SDAA II Writing IL 3/4 through 8/9
106SDAA II Writing Rubric
- Focus and Coherence
- Organization
- Development
- of Ideas
- Voice
- Conventions
107SDAA II Revising and Editing
108SDAA II ELA IL 10
- Triplet
- Narrative
- Expository
- Viewing and Representing
- Writing prompt
- Student must be on level in both reading and
writing
109Writing
- Voice
- Focus
- Writing in any mode
- Revision and editing
110Writing TAAS v. TAKSInstructional Strategies to
Reconsider
- Formula approaches
- Over reliance on key words
- Any TAAS practice materials
111guidelines for writing
- Student selects approach
- Must use standard English prose
- Four point scale
- Focused, holistic scoring using a rubric
- Use of standard English integral part of rubric
- Expectations appropriate for grade level and
testing situation
112the writing TEKS
- Were organized to ensure that at each grade level
students acquire the writing skills they will
need for success in the next grade. - Even though only some writing TEKS will be
tested, ALL TEKS must be taught to ensure that
students receive a solid program of writing
instruction.
113writing
In order for students to be successful writers,
writing must occur at every grade level, not
merely at the tested grades. -Introduction to
TAKS
114guidelines for writing
- Student selects approach
- Must use standard English prose
- Four point scale
- Focused, holistic scoring using a rubric
- Use of standard English integral part of rubric
- Expectations appropriate for grade level and
testing situation
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116Revising and Editing
117In revision you When editing you
- Substitute
- Add
- Delete
- Reorder words, phrases, sentences, ideas and/or
sections in your draft.
- Make your writing ready for publication by
focusing on conventions and mechanics such as - Punctuation and capitalization
- Spelling
- Sentence Syntax
- Paragraph structure
118Gr 4
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120Gr 7
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122Gr 10
It all looks right! Spelling issues!
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124Supporting Students with Disabilities for
Success on SDAA II or TAKS Writing
- Multiple journal writing opportunities
- Joke telling
- Connections with reading passages
- Multiple story telling opportunities
- Peer review
- Emphasis on voice
- Structuring revising and editing based on high
success opportunities
125A Tool
126Expository Text (Quinn)
- Science
- Social Studies
- Mathematics
8
127You Cant Tutor What HasntBeen Taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
128The Model
- Rigorous state Standards that raise
expectations - Curriculum and benchmarks aligned to state
standards - Quality, on-going professional development for
teachers who support and teach reading - Resources to support new instructional strategies
and classroom management strategies - Informal classroom diagnostic assessment for math
and reading growth - STATE TEST ALIGNED to STANDARDS
129Teacher led intervention
- Find and use ALL data
- Do analysis for strength and weakness
- Prioritize needs
- Set goals Brainstorm specific strategies
- Results indicators
- Action Plan
130Assessment (Quinn, 2004)
- Summative Assessment External Reporting
- Scorekeeping
- Broad data for identifying specific populations
- Program evaluation and budget indicators
- Formative Assessment Internal Reporting
- Intervention Do something differently,
immediately (STOP Spray and Pray!) - Progress monitoring over time for individual
students - Data used to plan next move for instruction
(lesson design) - Getting a Grade Comfort the troubled, trouble
the comfortable - Public relations
- A,B,C,D,F Coin of the realm
131Students with Disabilities
- Incomplete beginning reading instruction
- Serious vocabulary deficit
- Very limited knowledge of text structure
- Misconceptions about fluency
- Lack of meaningful early comprehension assessment
132The three most important words for the struggling
reader
- VOCABULARY
- VOCABULARY
- VOCABULARY
- Words-words-words-words-words-words-words-words-wo
rds-words-words-words-words-words-words-words-word
s-words-words-words-you get it!!!!
133What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen
- First tier words Words that you wish students
knew, hope they can get, but you dont have time
to teach. - Second tier words High utility words that they
need to know in your class, and everyone elses. - Third tier words Extremely specific words in your
content area that require considered, deliberate
and in depth instruction.
134Three Muscles (Quinn, 2004)
- Early Language Experience
- Phonemic awareness and concept development
- Vocabulary, academic language and alphabetic
principle - Decoding muscle
- Three ways of getting meaning off the page
- (1)phonicsprimary decoding strategy
- (2)semantics and vocabulary
- (3) syntax and structure
- Fluency muscle
- Reads a lot of words fast w/ comprehension
- Class libraries of high-interest content related
articles - Every day, every reader reading at a level of
success of self-selected quality literature
(fiction or non-fiction)
intentional thinking during which meaning is
constructed through interactions between the text
and the reader (Harris Hodges,1995)
135Testwiseness An Important Piece of a
Comprehensive Intervention Strategy
- On-going, sustained test readiness and rehearsal,
i.e. testwiseness - Phonics instruction for those who received
hit-or-miss decoding during whole language
approach analyze spelling errors - Build fluency with an every day, every child
reads at a level of success approach assess for
oral expression, pace and accuracy - Use regular non-fiction writing events to teach
science soc. studies syntax high-level
comprehension objectives
136Teaching Comprehension Directly
- Monitor the use of the strategy
- Offer less coaching as less is called for
- Ask what strategy they are using why, therefore
bringing the strategy to the students awareness - Give students continued opportunity to observe
more modeling - Provide multiple and ongoing opportunities for
students to interact w/others using a variety of
text
137How do I teach those strategies?
- Decide which strategy you want to model and which
text to use - Tell your students which strategy you are going
to practice while you read - Read the passage to the students modeling the
strategy you are using..think aloud - During real reading, give your students multiple
chances to practice - Continue modeling as the genre or text structure
changes - Give students a chance to practice without your
coaching or support
138Five Critical Elements for Rapid Growth (Quinn,
2004)
- Lesson Design
- Reading Content alignment vertical and
horizontal teamingELL, Spec.Ed. - Assessment driving differentiated instruction
- Classroom Management
- Instruction in terms of minutes
- Collaboration
- Whole class, small group, think-pair-share,
indep. - Grade Level Meetings
- Agendas, increased frequency, evidence driven
- Student specific with proofs of
instruction/learning - The Role of the Literacy Coach
-
139- New expectation for ALL learners
- Interactive learning and discourse for meaning
- What the brain likes-MULTISENSORY
- Reading for MATH
- Analyzing Data
- Moving from being data rich to analysis poor
- SOAP
- Subjective, Objective, Analyze-Assess, Plan
- ELL, Spec. Ed.
140Struggling Older Reader
- Incomplete beginning reading instruction
- Lacks metacognitive strategies
- Limited prior knowledge
- Limited word study skills and spelling
- No text available at level of success
- No adults modeling reading
- No history of reading success
141What should be done?
- Dedicated developmental reading testing
preparedness program 5th through 8th - Continued professional development for ALL
teachers in reading intervention 5-12 - Initiate on-going professional development in
science, social studies, and math reading
writing - Integrate a testwiseness curriculum for state
testing programs with strong emphasis on the
content areas
142Reader Response
- Review the story
- Select a sentence or phrase that lingers
- Write down two reasons for selecting that
- Share your sentence and reasons w/others
- Come to consensus
- Be prepared to share to group
143What is being done?
- Mandatory summer school
- Same thing, but LOUDER
- Expensive intervention programs with uneven
results - Teacher training institutions changing reading
requirements
144Five Steps to Two Years Growth for One Year of
Instruction
- Vertical team study of k-8 reading curriculum
with evidence of student work - Phonics training for 3rd through 8th grade
teachers - Vocabulary instruction training geared more
toward word harvest - Ready availability of compelling leveled text
with conditional assessment - Classroom management strategies that provide
intensity and focus for below level readers
145Professional Development
- Planning
- TEKS
- Assessment
- Evaluation
146Planning Time
- A focus on the curriculum
- Assigned tasks demonstrating that teachers are
sharing materials and resources - Common assessments being developed
- Discussion of student work around a priority
objective
147Making use of Teacher Leader TeamsWho is on your
staff?
148Questions
149- Contact Information
- ervin.knezek_at_esc13.txed.net